In English as a Second Language Teaching and Testing situations, it is common to infer about learners’ reading ability based on his or her total score on a reading test. This assumes the unidimensional and reproducible nature of reading items. However, few researches have been conducted to probe the issue through psychometric analyses. In the present study, the IELTS exemplar module C (1994) was administered to 503 Iranian students of various reading comprehension ability levels. Both the deterministic and probabilistic psychometric models of unidimensionality were employed to examine the plausible existence of implicational scaling among reading items in the mentioned reading test. Based on the results, it was concluded that the reading data in this study did not show a deterministic unidimensional scale (Guttman scaling); rather, it revealed a probabilistic one (Rasch model). As the person map of the measures failed to show a meaningful hierarchical order for the items, these results call into question the assumption of implicational scaling that is normally practiced in scoring reading items. In English as a Second Language Teaching and Testing situations, it is common to infer about learners’ reading ability based on his or her total score on a reading test. This assumes the unidimensional and reproducible nature of reading items. However, few researches have been conducted to probe the issue through psychometric analyses. In the present study, the IELTS exemplar module C (1994) was administered to 503 Iranian students of various reading comprehension ability levels. Both the deterministic and probabilistic psychometric models of unidimensionality were employed to examine the plausible existence of implicational scaling among reading items in the mentioned reading test. Based on the results, it was concluded that the reading data in this study did not show a deterministic unidimensional scale (Guttman scaling); rather, it revealed a probabilistic one (Rasch model). As the person map of the measures failed to show a meaningful hierarchical order for the items, these results call into question the assumption of implicational scaling that is normally practiced in scoring reading items.

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